Professional Learning Conversations

Audio version

During the synchronous week of the course all students had opportunities to have professional learning conversations with peers, professors, presenters and guests. The following is a reflection on a select conversation.

Public Domain Students at the Roman Catholic Church in Fort George 1939.jpg

Image in the public domain: Students at the Roman Catholic school in Fort George, Québec, 1939. Deschâtelets Archives

Reference

Truth and Reconciliation Commission of Canada. (2015). The survivors speak. https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Survivors_Speak_English_Web.pdf

Musqueam Post Land Acknowledgement and Truth and Reconciliation Discussion with Dr. Mark Edwards

On the first day of the synchronous week, we gathered together at the front of the Musqueam Post, carved by artist, Brent Sparrow (U.B.C. Life Team, 2022) at the UBC, Vancouver Campus. There, Dr. Mark Edwards, M.E.T. Interim Director, explained what it meant to do a land acknowledgement. Dr. Edwards challenged us to be "relentlessly optimistic" about reconciliation, and that by performing a land acknowledgement, while present in mind, body, heart, and spirit, we were "decolonizing a moment in time" (M. Edwards, personal communication, July 14, 2023). He shared his conversation with Elder Larry Grant, who explained relationships are built through stories, and stories are sacred. Dr. Edwards explained that the Musqueam peoples have been on the land for 14,000 years. He described a vertical history and that we could be part of creating a positive future for reconciliation. Edwards described Elder Grant suggesting that one should not feel guilty or ashamed about Canada's treatment of Indigenous peoples but to "do something- take action" (M. Edwards, personal communication, July 14, 2023).

Dr. Edwards shared a powerful story of hope that I am still processing. It was meaningful that our class met for the talk in front of the Musqueam pole. The First Peoples Principles of Learning teaches learning is experiential, reflective and situated (First Nations Steering Committee, n. d.). I think about actions I will take to unlearn and learn, and what I can do in the future to advance reconciliation. When I asked classmates what stood out for them during this day, many answered it was this lesson. It was for me.

Ah Hah Moment

Dr. Edwards explained that people have approximately 70,000 thoughts in a day, but after a land acknowledgement, the next 10,000 thoughts are imbued with the spirit of the acknowledgement. I can use this in my practice by sharing this information with others and when discussing the importance of land acknowledgements with people I know who do not yet see the benefits.

References

First Nations Education Steering Committee. (n. d.). First Peoples priniciples of learning. https://www.fnesc.ca/first-peoples-principles-of-learning/

National Centre for Truth and Reconciliation. (n. d.). Reports. https://nctr.ca/records/reports/

UBC Life Team. (2022, August 8). Discover your place: The Musqueam post. University of British Columbia. https://students.ubc.ca/ubclife/discover-place-musqueam-post

Puzzle Making Conversations

During the making challenge at MakerLabs in Vancouver, I had the opportunity to have small conversation bites with the peers at my painting table. We discussed many topics including the in/accessibility of the physical plant, how great the MakerLabs staff member was in helping us, the cost of memberships (a basic membership is $190 per month) which may be a hardship for some people, and the many digital procedures which may be difficult for those without smartphones or that do not use electronic devices.

These conversations highlighted the need to use no tech, and low tech, in addition to high tech tools for membership services and processes.

Relationship to CLTs and EDIDA Frameworks

As I reflect, I see the connection to Hannah Kye and Marijel Mello's scholarly work in CLT #2 (Makerspaces and Inclusivity), as well as our Unit Plan and individual lesson plans, including the EDIDA frameworks, for our group where we created workshops on: 1: Overcoming Barriers to Technology Use in Adult Education; 2. Using Liberatory and EDIDA Frameworks in Making; 3. Adopting a Prototyping Mindset; 4. Decolonizing and “Maker-Mindset” Approaches to Conducting Community-Based Research; and 5. AI Unleashed: Demystifying and Embracing the GPT.

Ah Hah Moment and Future Implications

I felt I not only learned by making, but could situate my learning in context with the physical experiences during the MakerLabs field trip. My ah hah moment was that understanding between theoretical and actual. I can use this learning in my future practice when I consult in creating makerspaces for education and private organizations. Through both the synchronous week and attending the Inclusive Makerspace Conference in May, I think I will be processing this for years to come!